Faculty of foreign philology english teaching methodolgy department course paper

3. THE PROCESS OF EVALUATION
Textbook evaluation is very vital for language learning and teaching, textbook writing, teacher training and professional growth. Ellis (1997) claims that the process of textbook evaluation enables teachers to acquire a crucial, precise and systematic understanding of the whole nature of the textbooks. It also severs double benefits for student teachers; they become familiar with large number of the textbooks and they learn the significant features of those textbooks to have the knowledge of textbook evaluation (Liz, 2005). Textbook evaluations can be used as worthwhile means of conducting action research and professional development. It reveals the strength and weakness of a particular textbook for future adaptation by textbook writers, teachers and administrators (Litz, 2005). ²The process of materials evaluation can be seen as a way of developing our understanding of the ways in which it works and, in doing so, of contributing to both acquisition theory and pedagogic practices. It can also be seen as one way of carrying out action research (Tomlinson, 1996). Richard (2001s) claims: Teachers and others responsible for choosing materials need to be able to make informed judgments about textbooks and teaching materials. Evaluation; however, can be done by considering something to its purpose (p.2). He adds a book suitable for one situation may be completely unsuitable for another situation, teachers and learners. He also claims prior to evaluation, the information about the role of the textbook, teachers and learners in the program is required. According to Hutchison and Waters(1987)evaluation is a process of matching needs to their solutions which can be conducted in four stages: 1)defining criteria 2)subjective analysis 3)objective analysis 4)matching. There are three types of approaches for material evaluation ; an intuitive, impressionistic approach , a formal prior to use evaluation and a process approach .The intuitive, informal evaluation is based on the first impression of the evaluator by a quick glance at the textbook or reading the blurb of it. It is not a comprehensive and valuable evaluation. These limitations of this type of evaluation have been thoroughly discussed by Ellis (1977)and Low (1987).The second approach is widely acceptable, for instance by Chambers (1997). It is consider detailed, systematic and comprehensive. This approach uses developed procedures and criteria for step-bystep evaluation of the materials.
Cunnings worth (1995)and Ellis(1997) propose a three- phase process of material evaluation ; ‗predictive ‗ or ‗pre-use ‗ evaluation that is conduct to evaluate the future use of the text book ,‘ in-use ‗evaluation is conducted when the text book is currently used and ‗retrospective ‗ or ‗post-use‘(reflective) evaluation of a text book that has been used formerly. When teaching materials are to be used by large number of students and teachers, it is better to be evaluated by all or most of the teachers or students who are involved (Chambers 1997).This process of evaluation has three advantages; first, the implicit stress on need analysis ensures validity. Second, a large number of individuals are involved in evaluation. Third, post-use or retrospective evaluations that may involve empirical data confirm or refute the validity of initial stages of evaluation (Hemsley, 1977).
Since the 1970‘s there has been a movement to make learners the center of language instruction and text books are viewed as the instrument for achieving aims and objectives that have been set according to the learners‘ need. They are not aims or do not determine the aims but they are at the service of the teachers and learners (Brown, 1995). Even with the improvement of technology, textbook is still seen as central to teaching-learning by the majority of teachers in most if not all national educational systems. In EFL situations, the role of the textbook is very crucial. ―A textbook can serve different purposes for teachers; as a core resource, as a source of supplemental material, as an inspiration for classroom material and as the curriculum itself‖ (Garinger, 2002). For this reason, care should be taken in developing and choosing text book for EFL classes. Therefore, textbook evaluation and selection plays a significant role in language learning and teaching. According to Ur (1996) in some places, course book is taken for granted. In other places they are not used at all and in some situations they are used selectively based on the proper parts for the objectives of the course.
He names some advantages of course book such as;
1. The course book provides a clear frame work for both teachers and learners. Following this framework they feel progress.
2. Sometimes, it is used as a syllabus in which the content is systematically determined.
3. It provides teachers with ready-made texts and tasks of appropriate level of difficulty and save their time.
4. Large amount of information are presented with the lowest price, then economically a textbook is better than other types of materials.
5. The transportation and use of a textbook is easy and it does not need extra equipment.
6. The course book can be used as guidance for inexperienced teachers and it also increase s the autonomy of the learners. He also mentioned some disadvantage of a course book such as;
1. Inadequacy: Every individual learner has its own need and a course bookcannot satisfy all of them.
2. Irrelevant or lack of interest: All the topics and activities of a course book may not match the interests of the learners
3. Limitation: Course books establish a confining situation and thwart the creativity of the teachers.
4. Homogeneity: Every course book has its own purpose and approach and neglects the individual differences of the learners regarding the strategies and styles of learning.
5. Over-easiness:³ Teachers may assume following of the course book is too easy. Richards (2001) claims depending how the textbooks are used and their contexts of use, textbooks have some advantages and disadvantages:
1. The structure and the syllabus of the program are provided by the textbook.
2. They maintain standard instruction.
3. They increase the quality of instruction because they are prepared and tested in advanced based on learning principles.
4. They bring a variety of CDs, teachers‘ guide, cassettes and other learning resources to the learning situation.
5. By using textbooks, teachers have more time for teaching rather than material preparation.
6. They can help inexperienced teachers and provide language input for the learners. He also mentions some disadvantages for the textbooks. They are:
1. Textbooks contain inauthentic language.
2. The contents of the textbooks are distorted in order to avoid controversial issues.
3. Texts books are not prepared based on the students‘ needs.
4. The use of textbooks limits teachers and de-skills them.
5. The price of the textbooks may be high for many learners. According to Ansary (2003) in the case of ELT textbook selection , the reaction of the scholars are of two types; some of them believe that they are vital, useful and labor saving tools and the others consider them as mass of rubbish and useless goods which are sold skillfully. Coherent syllabus, satisfactory way of controlling language, offering motivating text and enjoyable accompanying teaching aids are the advantages of a good book. On the other hand, imposing learning style and content on class, stereotyped sequence of presentation, practice and production as their methodology are the main disadvantages and restrictions of the textbooks (Harmer, 2001).